@article{10766b65189044e397768f06defb919e,
title = "Learning Analytics for Programme Review: Evidence, Analysis, and Action to Improve Student Learning Outcomes",
abstract = "The application of learning analytics (LA) to research and practice in higher education is expanding. Researchers and practitioners are using LA to provide an evidentiary basis across higher education to investigate student learning, to drive institutional quality improvement strategies, to determine at-risk behaviours and develop intervention strategies, to measure attrition more effectively and to improve curriculum design and evaluation in both on-campus and e-learning settings. This paper is a case study report of the novel application of LA to programme curriculum review from a major cross-institutional project in Hong Kong. The paper describes the rationale for the project, the conceptual model that led the approach and the development of a software tool that allowed the automation of statistical analyses specifically relevant to programme review. In addition, the paper addresses a major challenge that the project faced in relation to data governance. The paper concludes by proposing the potential benefits of LA for programme curriculum review.",
keywords = "Curriculum evaluation, Data governance, Learning analytics, Programme review, Student learning outcomes",
author = "Christine Armatas and Theresa Kwong and Cecilia Chun and Christine Spratt and Dick Chan and Joanna Kwan",
note = "Funding Information: This research was supported by the Hong Kong University Grants Committee through the Funding Scheme for Teaching and Learning Related Proposals in the 2016-19 Triennium-PolyU5/T&L/16-19. The project is a cross-institutional collaboration between the Hong Kong Polytechnic University, the Hong Kong Baptist University and The Chinese University of Hong Kong. The opinions expressed are those of the authors and do not represent views of the Hong Kong University Grants Committee or the universities. Funding Information: This research was supported by the Hong Kong University Grants Committee through the Funding Scheme for Teaching and Learning Related Proposals in the 2016-19 Triennium-PolyU5/T&L/16-19. The project is a cross-institutional collaboration between the Hong Kong Polytechnic University, the Hong Kong Baptist University and The Chinese University of Hong Kong. The opinions expressed are those of the authors and do not represent views of the Hong Kong University Grants Committee or the universities. Publisher Copyright: {\textcopyright} 2021, The Author(s), under exclusive licence to Springer Nature B.V.",
year = "2022",
month = jun,
doi = "10.1007/s10758-021-09559-6",
language = "English",
volume = "27",
pages = "461–478",
journal = "Technology, Knowledge and Learning",
issn = "2211-1662",
publisher = "Springer Science + Business Media",
number = "2",
}
